This grammar tutorial software was found on the Sheppard Software for Kids website. The website was an “F” designed, on a white canvas filled with numerous colourful icons. The icons were specific to the subject area the student wanted to explore. The games therein related to multiple topics which can be found in a local curriculum. The website contained a plethora of games and even new games which the student practiced. Navigating each window was easy and the instructions were direct and clear.
The student assessed the credibility of the software and found it to be a good educational source for its relevant purpose. The student focused on the vocabulary games, which the software provided. Clicking on the icon was all that was needed for full exploration of a game which is educational from the start. According to Piaget, the game “allows the student to construct their own knowledge, through exploration”.
The Grammar tutorial window, for instance allows the student to design a stage character using relevant Parts of Speech, for example: nouns, adjectives and verbs. As the student click on the relevant parts of speech a window appears with the definition and an example. The student can then click on the parts of speech icon, which access a scroll down of, specific parts of speech, which when clicked on demonstrated the appearance of the character based on the type chosen. Clicking on “play”, took the student to another window where another parts of speech could have been explored in the same approach. After the task was completed from the three parts of speech mentioned, the student was shown a description of the character he created.
The student found the tasks within the software to be very unambiguous. Also the language used was simplistic and relevant to the zone of proximal development of kids for which it was intended. Feedback was given to students with a sounding round of applause. The student was also able to put what they have learnt into practice by playing a variety of relevant games. However much of the instructions were not audible and the student had to read out the instructions for clarity. On the upside, there was much auditory, with reference to the games.
Here the students are learning by doing and exploration. The software was an Instructional Game which included problem solving. However there were tutorials before each drill and practice and the student was also simulated with the character which they themselves created. This approach can be viewed as a holistic attempt directed to automaticity. Here the students are learning by doing and exploration. From a teaching perspective, the software has a constructivists approach. It is one which scaffolds students, According to Vygotsky and allows them to individually construct knowledge According to, P
